Ready Or Not, Here We Come: Preparing Psychology Graduate Students for Academic Careers

1998 ◽  
Vol 25 (2) ◽  
pp. 124-126 ◽  
Author(s):  
Steven A. Meyers ◽  
Pamela T. Reid ◽  
Kathryn Quina
Keyword(s):  
Graduate Students ◽  
Ethical Issues ◽  
Academic Career ◽  
Research Training ◽  
Academic Careers ◽  
Academic Life ◽  
Specific Training ◽  
Training Class ◽  
Class Management ◽  
Level Of Training

In this article, we present data that reflect the extent to which graduate students in psychology perceive themselves as prepared for different activities that they would have to undertake as faculty. Results indicate a large and statistically significant gap between the level of rated importance and the level of training received in the following areas relevant to an academic career: psychology content, research training, class management, academic life, and ethical issues. We provide specific training recommendations for psychology departments that wish to prepare their graduate students for careers in academia.

scholarly journals Gender as a Barrier for Women With Children in Academe

2004 ◽  
Vol 34 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Carmen Armenti
Keyword(s):  
Career Paths ◽  
Academic Career ◽  
Academic Careers ◽  
Academic Life ◽  
Professional Lives ◽  
Career Trajectory ◽  
Full Membership ◽  
Women Professors ◽  
Depth Interviews

This research involved in-depth interviews with nineteen women professors, drawn from across various faculties and ranks at one Canadian university, and was intended to explore the interconnections between the women's personal and professional lives. The women in this study chose to combine having children with an academic career. Most of them depicted their career trajectory as a lifelong challenge, one that was both fulfilling and prestigious. In contrast, the women reported a number of obstacles in their career paths that served to prevent them from gaining full membership in academic life. This study probes the nature of such obstacles that are grouped into two categories: the child-related time crunch and the career-related time crunch. As a result of these obstacles, the women encountered childbearing/childrearing problems, research dilemmas, a willingness to leave the academy, and denial of tenure and promotion. Findings call for a restructuring of academic careers in order to effectively accommodate women with children in the profession.

scholarly journals Clinical Academic Careers for General Practice Nurses: A qualitative exploration of associated barriers and enablers

2019 ◽  
Author(s):  
Sarahjane Jones ◽  
Andrew Bradbury ◽  
Sue Shortland ◽  
Fraser Hewett ◽  
Karen Storey
Keyword(s):  
General Practice ◽  
Positive Impact ◽  
Academic Career ◽  
Research Training ◽  
Academic Careers ◽  
Practice Nurses ◽  
Barriers And Enablers ◽  
Career Pathway ◽  
Professional Attributes ◽  
Organisational Factors

Abstract Background: The delivery of research in healthcare is dependent on a sub-group of clinicians – clinical academics – who concurrently engage in clinical practice and academic activities. The need to increase access to such roles for general practice nurses (GPNs) has been identified, though the need for a robust career framework remains. In order to generate evidence needed to contribute to the development of a career framework, this study aimed to explore the concept of clinical academic careers for GPNs by identifying barriers and enablers associated with pursuing and performing such roles. Methods: GPNs ( n =18) and general practitioners (GPs) ( n =5) engaged in either an audio recorded interview or focus group. Recordings were transcribed verbatim, with transcripts subject to a process of thematic analysis.Results: Four main themes were identified: awareness and understanding; career pathway; personal and professional attributes; and organisational factors. Awareness and understanding of clinical academic careers for GPNs was generally poor. Participants suggested that the career pathway for GPN clinical academics was unclear, though it was generally assumed that such roles were “out of reach” and would require a minimum of Master’s level education. Personal and professional attributes were reported as an interest in research and the confidence to perform such activities, though it was noted these elements should be encouraged during pre-registration training. Organisational factors included the needed for GPN employers to understand the value and benefit of GPN clinical academic roles, along with ensuring that the inevitable competing demands of such a role were appropriately managed. Conclusions: This study highlights the difficulties faced by GPNs wishing to pursue a clinical academic career. Academia is seemingly placed upon a pedestal, emphasising the need to embed research training early on in nursing education in order to alter GPN perceptions that clinical academic roles are unobtainable. Moreover, the development of a robust career pathway for GPN clinical academic roles may have a positive impact on the retention of experienced GPNs and attract newly qualified nurses.

Academic Career-Making in the Era of Globalizing Knowledge and a Globalized Knowledge Enterprise: Demands on Individuals and Constraints over Individuality

2019 ◽  
Vol 5 (2) ◽  
pp. 147-162
Keyword(s):  
Social Isolation ◽  
Social System ◽  
Academic Career ◽  
Social Process ◽  
Academic Careers ◽  
It Impacts ◽  
Knowledge Enterprise

Academic career-making in the era of globalizing knowledge and a globalized knowledge enterprise is not only an individual undertaking but also a social process. It impacts individual academicians as they meet requirements, secure resources, find opportunities, follow procedures, and build structures to make their careers. It has consequences for society as it establishes institutions, opens markets, provides media, creates values, and enforces rules to connect individual academicians and their products to the larger social system. This paper explores academic careers, and career-making as knowledge and the knowledge enterprise become globally hegemonic. Specifically, it examines how academic career-making makes demands on individuals in the form of brainwashing, emotion rechanneling, life-simplifying, and social isolation. It also investigates how academic careers place constraints over individuality by way of socialization, massing, fashion, and lifestyle. Received 16th October2018; Revised 10th April 2019; Accepted 20th April 2019

Recommendations for Safety Education and Training for Graduate Students Directing Field Projects

2021 ◽  
Vol 9 (1) ◽  
pp. 74-80 ◽  
Author(s):  
Kaitlyn E. Davis ◽  
Pascale Meehan ◽  
Carla Klehm ◽  
Sarah Kurnick ◽  
Catherine Cameron
Keyword(s):  
Graduate Students ◽  
Well Being ◽  
Education And Training ◽  
Community Collaboration ◽  
Graduate Schools ◽  
Safety Education ◽  
Specific Training ◽  
Recent Graduate ◽  
Archaeological Methods ◽  
And Training

AbstractGraduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.

On Being a Punk and a Scholar: A Reflexive Account of Researching a Punk Scene in Russia

2014 ◽  
Vol 19 (4) ◽  
pp. 135-147 ◽  
Author(s):  
Ivan Gololobov
Keyword(s):  
Ethical Issues ◽  
Academic Career ◽  
Social World ◽  
Ethnographic Research ◽  
Methodological Framework ◽  
Main Research ◽  
Research Paradigms ◽  
Ethnographic Studies ◽  
Youth Subcultures ◽  
The University

Ethnographic studies of youth subcultures, scenes and urban tribes often rely on insiders’ accounts, where researchers investigate a social environment of which they are presently or formerly members. This approach raises important questions about the positionality of the researcher, and the reflexivity, epistemology and ethics of an ethnographic investigation, as different roles and engagement with the field, as well as the very identity of the ‘field’ itself, no longer fit into the methodological framework of traditional ethnography. This article explores the difficulties that arise during ethnographic research on one's own social world. I was actively involved in the Russian punk scene before pursuing my academic career in England, and in the framework of a research project on post-socialist punk at the University of Warwick, I went back to study this milieu as a ‘field’ in two different sites in 2009 and in 2010. The article shows the complexity of researching one's own subculture and demonstrates that active discentring of the ‘knowing authority’ in studying one's own ‘tribe’ necessarily involves a transformation of its main research paradigms, where epistemological and ethical issues appear to be rearranged in a new way which radically affects the methodological foundations of such an investigation.

Conceptualizing the Academic Life: Graduate Students' Perspectives

2006 ◽  
Vol 77 (6) ◽  
pp. 1009-1035 ◽  
Author(s):  
Jeffery P. Bieber ◽  
Linda K. Worley
Keyword(s):  
Graduate Students ◽  
Academic Life

scholarly journals With Open Eyes: Returning to an Academic Life

2017 ◽  
Vol 2 (2) ◽  
pp. 126
Author(s):  
Bonnie Lynn Nish
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Narrative Inquiry ◽  
Mild Traumatic Brain Injury ◽  
Academic Career ◽  
Writing Process ◽  
Academic Life ◽  
First Year ◽  
Writing Class ◽  
Frustration Level

When asked to find a visual expression of my writing process for a first year PhD writing class, I saw a chance to unblock whatever was making it difficult for me to write. Searching for a meaningful way into my story, my ideas were reflected back through images of eyes – the eyes of strangers, my own eyes, and finally through the eyes of those who cared about me. Four years after a Mild Traumatic Brain Injury impacted my life, I returned to pursue an academic career. Symptoms that I thought had been put to rest were once again haunting me and my frustration level was escalating. Trying to find my way back into an academic existence was not an easy journey. The visual inquiry into eyes became a door through which I was able to gain back my words. Using poetic and narrative inquiry allowed for a further opening of releasing obstructions.

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

scholarly journals Quality of Academic Life at the Postgraduate Stage: A Saudi Female Perspective

10.28945/4691 ◽  
2021 ◽  
Vol 16 ◽  
pp. 127-147
Author(s):  
Amani Khalaf H Alghamdi ◽  
Sue L. T. McGregor
Keyword(s):  
Graduate Students ◽  
National Development ◽  
Knowledge Bases ◽  
Academic Life ◽  
Future Research ◽  
Social Aspect ◽  
Teaching Staff ◽  
Subjective Data ◽  
Educational Aspect

Aim/Purpose: Vision 2030 (Saudi Arabia’s national development plan) expects women (50% of all university students) to contribute to a viable economy and ambitious nation, meaning data about their quality of academic life (QAL) during their university experience are timely and significant. They are key players in the nation’s future. Background: This inaugural, exploratory study addresses this under-researched topic by exploring the spiritual, cognitive, physical, social, and psychological dimensions of Saudi female graduate students’ QAL. Methodology: Data comprised the lead author’s reflections and reflexion and interviews with 17 Saudi female graduate students conveniently sampled from Imam Abdul Rahman bin Faisal University (IAU) (Eastern Province) in January 2020. A new Academic Quality of Life Schema was especially designed for this study and future research. Contribution: A Middle Eastern country’s perspective is shared about female graduate students’ QAL from a holistic perspective (spiritual, mind, and body) and through the lens of a new QAL Schema (cognitive, social, and psychological). Findings: Spirituality was the highest rated holistic QAL dimension (76.6%) followed with body (67.4%) and mind (intellect) (58.8%). Despite a generally positive QAL evaluation (67.6%), participants (a) lamented their inability to sustain previous levels of religious devotion and practice, (b) reported health issues with deep emotions and surprise, and (c) experienced dissatisfaction with the educational aspect of their QAL. Regarding the QAL Schema, (a) their lack of research savviness hampered their ability to learn and enjoy the graduate experience; (b) psychological anxiety hampered their ability to connect with the Creator and poor time management and heavy academic workload compromised exercise and leisure with all three causing an imbalanced lifestyle; and (c) social peer camaraderie and positive classroom environments were appreciated. Recommendations for Practitioners: Women’s colleges should (a) collect subjective data about female graduate students’ satisfaction with university services, specialization and teaching decisions, and faculty members’ and peer colleagues’ support; (b) provide and promote services related to places and means of recreation, leisure, and alone time; and (c) ensure that guidance and counseling offices develop strategies to reduce stress and anxiety factors hindering QAL. Recommendation for Researchers: Future studies should use larger sample frames and, for comparative purposes, previously validated empirical QAL instruments. Saudi-based QAL studies should include religion. Mixed methods research designs are recommended as is a gendered comparative study for the gender-segregated Saudi higher education context. Impact on Society: Deeper understandings of Saudi female graduate students’ QAL will facilitate (a) tailored institutional and faculty support leading to higher enrolment levels, (b) stronger knowledge bases and more sophisticated research skills for students and (c) improved labor force participation. Future Research: Over 1/3 of participants felt their academic gains were not as strong as anticipated, yet few commented about teaching staff or teaching methods. Future research should expand inquiries into the educational aspect of QAL as well as the underrepresented social aspect of QAL.

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